To be specified published in:
TASK
Vol. 1:1 (2021) ► pp. 138–149
Let’s talk tasks

A conversation between task-based researchers, language teachers, and teacher trainers

| Indiana University Bloomington , USA
Article outline
  • Introduction
  • Introducing the TBLT language learning Task Bank
  • The Task
  • The task author and context of creation
  • Reflections from the task author
  • The reviewers and context of perspective
  • Reflections from the field
  • References


This article is currently available as a sample article.

Published online: 27 May 2021
https://doi.org/10.1075/task.00007.wei
References

References

Serafini, E., & Torres, J.
(2015) The utility of needs analysis for non-domain expert instructors in designing task-based Spanish for the professions curricula. Foreign Language Annals, 48(3), 447–472. DOI logoGoogle Scholar
Torres, J.
(2020) Heritage language learners’ written texts across pair types and interaction mode. Language Teaching Research. DOI logoGoogle Scholar
Torres, J., & Cung, B.
(2019) A comparison of advanced heritage language learners’ peer interaction across modes and pair types. Modern Language Journal, 103(4), 815–830. DOI logoGoogle Scholar
Torres, J., & Serafini, E. J.
(2016) Micro-evaluating learners’ task-specific motivation in a task-based business Spanish course. Hispania, 99(2), 289–304. DOI logoGoogle Scholar
Torres, J., & Yanguas, I.
forthcoming). Levels of engagement in task-based asynchronous computer-mediated interaction. Canadian Journal of Applied Linguistics.

Full-text

A conversation between task-based researchers, language teachers, and teacher trainers
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Cited by 1 other publications

Jackson, Daniel O.
2022.  In Task-Based Language Teaching, Crossref logo

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